INCREASING STUDENT LEARNING THROUGH THE USE OF DIFFERENTIATED INSTRUCTIONAL PRACTICES IN MIDDLE GRADES MATHEMATICS

This Dissertation in Practice examined the effect of differentiated instructional practices on student proficiency, engagement, and teacher perceptions of student learning in middle grades mathematics classrooms. The study was guided by three inquiry questions: (a) What is the effect of differentiated instruction on student proficiency in middle grades mathematics classrooms? (b) How does the use of differentiated instruction impact teachers’ perceptions of student learning? and (c) How does implementing differentiated instruction influence student engagement in middle grades mathematics classrooms? Using an improvement science framework with a convergent mixed-methods design, the inquiry was implemented across three Plan-Do-Study-Act cycles. Quantitative data sources included End-of-Grade assessments, benchmark assessments, and diagnostic measures used to examine changes in student proficiency and growth. Qualitative data sources included teacher and student surveys, focus groups, classroom observations, and walkthrough data, which were used to examine instructional practices, engagement, and teacher perceptions. Data was collected and analyzed concurrently to provide a comprehensive understanding of the impact of differentiated instruction. Findings indicated that the implementation of differentiated instructional practices was associated with increased student engagement and improvements in student proficiency, particularly among students previously performing below grade level. Teachers reported increased awareness of student readiness, greater instructional flexibility, and improved confidence in addressing diverse learning needs. Qualitative findings further suggested that differentiated instruction fostered more inclusive learning environments and promoted higher levels of student participation and ownership of learning. The results of this inquiry support differentiated instruction as an effective approach for addressing persistent achievement gaps in middle grades mathematics. Implications for practice highlight the importance of sustained professional learning, instructional coaching, and system level support to ensure consistent and effective implementation. Recommendations for future research include expanding the inquiry to additional sites and examining the long-term impact of differentiated instructional practices on student achievement and instructional equity.

Name thesis:degree_name

Ed.D.

Grantor dc:publisher

East Carolina University

Year dc:date.issued

2026

Author dc:creator

• Peters, Amanda Atwell

Committee members dc:contributor.committeemember

• Travis Lewis, EdD
• Matthew Cheeseman, EdD
• R. Martin Reardon, PhD

Handle dc:identifier.uri

http://hdl.handle.net/10342/14803

OAI identifier oai:identifier

oai:thescholarship.ecu.edu:10342/14803